1. Effective Co-Teaching: Co-Planning for the Co-Taught Classroom
Melissa A. Hughes, Ph.D.
Paul A. Alberto, Ph.D.
Rebecca M. Wilson, Ph.D.
Rebecca E. Waugh, M.Ed.
The Center for Collaborative Education
Georgia State University
Tina Anderson, Ph.D.
Holly Ward, Ph.D.
Anderson and Ward Educational Services
Lynne Morris, Ph.D.
LRE Project

2. Effective Co-Teaching: Co-Planning for the Co-Taught Classroom
How do co-teachers plan for effective and efficient student learning?
Level I:
Planning Prior to Beginning
Co-Teaching
“Must-have” Conversations
Level II:
Planning GPS Units: The Foundation of Effective Co-Teaching
Level III:
Weekly
“Touch Base”
Planning

3. Level I: Planning Prior to Beginning Co-Teaching
How to plan effectively in the co-taught classroom.
To build a foundation for collaboration, co-teaching, and supportive instruction, teachers, paraprofessionals, interpreters and other providers begin with “must-have” conversations.
As the relationships build, “must-have” conversations can be used to sustain the team.
Time needed: a half day or multiple sessions

4. “Must-have” Conversations
Level I:
“Must-have” Conversations
How to plan effectively in the co-taught classroom
Parity/Equality:
How will you introduce yourselves on the first day?
What about “Open House” and “Back to School Night”?
Both teachers must be on time and stay for the entire teaching period.
Both teachers review IEPs together.
Both teachers lead the class and work with all students.
Space:
Where do I put my things? Furniture, closet space, bookshelf
Both teachers need to know where the supplies are kept.

5. “Must-have” Conversations
How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Professional Behavior
On time
Eating/drinking in class
Cell phone use
Personal business
Out of class
Lack of preparation
Inappropriate behavior with students

6. “Must-have” Conversations
How to plan effectively in the co-taught classroom
Level 1:
“Must-have” Conversations
Instructional Routines
Warm up activities
Vocabulary development
Lecture/discussions
Hands-on lab activities
Writing activities
Textbook reading
Review lessons
Testing

7. “Must-have” Conversations
How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Organizational Routines
Entering the classroom
Roll call
Being prepared
Pencil sharpening
Leaving during class
Homework
Makeup work
Trash, nose blowing, other bodily functions

8. “Must-have” Conversations
How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Behavior Management
Ask Mom, if no, ask Dad!!!!
BE VERY CONSISTENT
Follow Behavior Intervention Plan (BIP)

9. “Must-have” Conversations
How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Accommodations
Any change to the curriculum that does not result in a change to the GPS
Modifications
Any change to the curriculum that requires less of the student than the minimum GPS.
Support vs. Enable
“Support” is the key to accessing the general education curriculum.

10. “Must-have” Conversations
How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Review of the IEP
Note present levels of performance, goals and objectives, and accommodations and modifications for testing
Student Learning Profile
Examine the student with disability from all aspects of the learning profile (learning style, gender, cultural aspects, etc.)
Examine information about the specific processing systems which may affect the student with disability (often found in the psychological evaluation)

11. “Must-have” Conversations
How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Grading / Testing
Follow the IEP
Adapt scale
Adapt tests / Retake tests
Consider Effort
Parental Involvement
Both teachers contact parents
Have clear understanding of requirements, accommodations, modifications, and grading

12. “Must-have” Conversations
How to plan effectively in the co-taught classroom
Level I:
“Must-have” Conversations
Confidentiality
If the student is in the general ed class, general ed teachers have access to all records
Do not discuss the student or their identified disability with anyone not related directly to the provision of services to that student
Pet Peeves
Share your feelings
Feedback
What worked, what did not work?
“Must have”

13. How to plan effectively in the co-taught classroom
Level II:
Planning GPS Units
Planning GPS Unit:
The Foundation of Effective Co-teaching
Showing up and asking, “What are we doing today?” is not considered an effective strategy for co-teaching.
It is suggested that planning starts with long range curriculum outcomes, then proceeds to unit outcomes and then daily lesson planning.
Couple of hours/once per month or six weeks.

14. Level II: Planning GPS Units using Understanding by Design
by Wiggins and McTighe (2005)
What the general education teacher brings to the planning table
What the special
education teacher
brings to the
planning table
Co-teaching
Team
Curriculum Map
IEPs
Unit Understandings
Accommodations
Unit Essential Questions
Modifications
Unit Knowledge
Learning Profile
Unit Skills
Specialized Instruction
Unit Assessment
Individual Behavior Plans
Instructional Activities
Data Collection
Class-wide Behavior Management
Differentiate Content

15. How to plan effectively in the co-taught classroom
Level II:
Unit Planning
Unit Title
Essential Question
Topic 1
Topic 2
Topic 3
Concepts
Concepts
Concepts
Vocabulary
Vocabulary
Vocabulary
Application

16. Level II: Unit Planning
Based on GPS Units using Understanding by Design
What the general education teacher brings to the planning table
What the special
education teacher
brings to the
planning table
Co-teaching
Team
Curriculum Map
IEPs
Unit Understanding
Accommodations
Unit Essential Questions
Modifications
Unit Knowledge
Learning Profiles
Unit Skills
Specialized Instruction
Differentiate Content
Unit Assessment
Individual Behavior Plans
Differentiate Assessment
Instructional Activities
Data Collection
Differentiate Instruction, Materials, and Learning Activities
Class-wide Behavior Management
Determine Grouping and
Co-Teaching Approaches to be used

17. How to plan effectively in the co-taught classroom
Level II:
Unit Planning
Use of co-teaching approaches across a unit:
One Teach, One Observe %
One Teach, One Drift no more than 20%
Station Teaching %
Parallel Teaching %
Alternative Teaching %
Team Teaching %

18. Level II: Unit Planning
Based on GPS Units using Understanding by Design
What the general education teacher brings to the planning table
What the special
education teacher
brings to the
planning table
Co-teaching
Team
Curriculum Map
IEPs
Unit Understanding
Accommodations
Unit Essential Questions
Modifications
Unit Knowledge
Learning Profile
Unit Skills
Specialized Instruction
Differentiate Content
Individual Behavior Plans
Unit Assessments
Differentiate Assessment
Data Collection
Instructional Activities
Differentiate Instruction, Materials, and Learning Activities
Class-wide Behavior Management
Determine Grouping and
Co-Teaching Approaches to be used
Determine Roles and Responsibilities of Co-Teachers

19. Weekly “Touch Base” Planning
How to plan effectively in the co-taught classroom
Level III:
Weekly “Touch Base” Planning
Revise lesson plans
Reflect on what worked and what did not!!
Monitor behavior plans/ IEP Goals and Objectives
Check on “who’s getting it” and what do we need to do differently

20. References
Friend, M. (2005). Successful co-teaching strategies: Increasing the
effectiveness of your inclusive program (grades 1-12). Bureau of Education
and Research. Bellevue, WA.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Ward, H., & Anderson, T. (2006). How to differentiate instruction in the co-
taught classroom. Student Achievement in the Least Restrictive
Environment (SA/LRE) Project. Georgia Department of Education.
Thompson, M. Learning Focused School.
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd Edition) Association for Supervision and Curriculum.

21. Acknowledgment:
The authors wish to acknowledge the support of the following:
Kathy Cox, State Superintendent of Schools
Marlene Bryar, Associate Superintendent, Innovative Instruction
The Georgia Department of Education
Janet Peeler, Associate Superintendent
of Special Student Services
Carol Seay, Director of Special Student Services
Dr. Cheryl Hungerford, Director of Professional Learning
Pat Jackson, Professional Learning: Special Student Services
Cobb County School System